Design for both systems at once

Structured-teaching/predictable-environment interventions (TEACCH) yield small-to-moderate gains in adaptive skills for autistic people, but the RCT evidence base is small and heterogeneous. Supports the 'predictable frame helps the autistic side' half of the method, not the combined design.

Confirms structured-environment approaches improve some outcomes for autistic people but with inconsistent effects on social/communication domains; when restricted to RCTs, summary effects often could not be estimated.

Gamified (novelty/reward-rich) executive-function training is feasible and motivating in ADHD because gaming increases striatal dopamine; however this placebo-controlled RCT found limited transfer to real-world EF. Supports the 'novelty/variable reward feeds the ADHD side' mechanism but shows efficacy on the target (organization/time) is uncertain.

For co-occurring ADHD+ASD (AuDHD), interventions must be tailored to the unique combined presentation, but few psychosocial interventions directly address the co-occurring profile and novel approaches are explicitly called for. No trial tests a 'fixed frame + randomized content' design for the conflicting-traits problem.

Expert-consensus guidance recognizes the ADHD-novelty vs autism-predictability tension and recommends environmental/behavioral tailoring, but this is clinical consensus, not a trial of the specific dual-design method.